Factor+Factor+Product

=Mighty Multipliers= Monica Perez, mones93@mac.com



Instructional Objective
What will the learners learn from this game (or more likely, what learning objectives are being reinforced by this game)? If it's for school use, where does it fit into the curriculum? (You can find links to curricular frameworks [|here] ). Mighty Multipliers is a curriculum based math game that reinforces multiplication. The game is for classroom use, but may be used at home for children and parents that would like to enhance and enjoy their multiplication skills together. The California classroom standards the game addresses are: Factor, Factor Product's design meets these objectives:
 * 2.0	 Students calculate and solve problems involving addition, subtraction, multiplication, and division:
 * 2.2	 Memorize to automaticity the multiplication table for numbers between 1 and 10.
 * 2.3	 Use the inverse relationship of multiplication and division to compute and check results.
 * Students will develop knowledge of multiplication facts.
 * Students will demonstrate competency in mental math.
 * Students will self-check the reasonableness of computations.

Learners & Context of Use
Who is the game designed for? Describe them in terms of their age, grade level, affinity towards the subject matter, and anything special about them that the reader should know. Where would the game be used? If in a school, what accomodations would you need to make to do it in a typical classroom? Is it designed to be played more than once? What would happen prior to the game? What would happen after it? Mighty Multipliers is a multiplication game designed for grade levels beginning in third grade. The game can be played by students studying and practicing multiplication facts. This game is appropriate for school children ages eight and older. It is suggested that this game is played in a classroom setting during a math instructional time period. Prior to the game, direct instruction and a modeled demonstration needs to take place. This type of precursor will set the players up and leave an open space for the players to play independently. Not only would a demonstration have to take place, but learners will have to have schema on the concept of multiplication as well as be familiar with vocabulary that will appear throughout the game. Without these pre-cursors, the succession of the game may not lend itself to a steady and effective pace. After several sessions of playing the game, t is suggested that the teacher assess through formal multiplication quizzes if the extra time spent on this activity has contributed to an increase in passing scores on the tests.

Competing Products
What's out there that covers the same content as this game? How is your game similar to others? How is it different and better? (You can check the [|Board Game Geek] search engine and the [|Educational Learning Games catalog] for school-oriented titles.

**Object of the Game**
What's the game goal? What's the end state that players are striving for (e.g., to be the first to reach the Finish square, or to be the first to reach 100 points.)

Content Analysis
What are the elements of this content? Breaking it down will help you to think about possible game elements to include. Create a link from this point in the document to a separate new page created with the Board Game Content Analysis template. Factor Factor Product Content Analysis Template

Game Materials
List each of the physical objects one would find in the box. For example, the board, each type of card, each type of prize or token, etc.) After listing the materials, describe each in as much detail as needed. Include illustrations of the board and each type of card.

Game Board (Still figuring out how to develop it as an image.) Game Cards Small colored, plastic cubes

Time Required
How long would the game take to set up? How long to play? Would one carry a game over several play periods? Game set up will not take long. The board would be a flat card board piece that would easily fold up for clean up and fold out for use. The cards will come stacked in a case, that way they do not get scrambled up and thrown about the box. Ideally, the game should be used during a 45 minute math period. However, as players become more experienced, the game can be used a math center during a 2o minute rotation. Or, the game may be played for as long as the players desire. The game will not carry over several play periods. It is a simple game that can be played in one sitting. It's a race game, so you either make it to the finish line first or not. There are not calculations to be saved and continued over time. I personally perfer quick and effective games, I would hope that this would not drag on.

The Rules
List the rules as you would provide them to the players. Use a numbered list and keep the rules short, simple, and unambiguous. If there are multiple forms of the game for different objectives or different levels of challenge, separate the rules accordingly rather than merging them into one set. 1. Set-up the game board completely. 2. Shuffle the game cards and place face down.
 * Get Ready**

6. Decide who will go first.
 * Rules**

Motivational Issues
Describe how the game engages the learner. How does it make use of curiosity, challenge, control, fantasy, competition, cooperation, etc.? (No one game will do all of these things, so focus on the particular strengths of this particular game.) Make specific reference to the theoretical readings associated with this course. (NEED TO WORK ON AFTER CONFERENCE)

Design Process
Describe the process you went through in putting the game together. What were your first thoughts? How did you enhance your ideas? What ideas did you consider and reject (and why?). How did you gather background information? What did you do to see if there are similar games out there? What did you do to get feedback on the idea? How did you flesh out the game to the point of having a playable prototype? How did you gather feedback from that? What lessons did you learn from this that you'll carry to your next game design project? My first thoughts about putting a game together were frightening. I do not have a lot of experience with games and have not had much practice playing them. I tend to shy away from board games. I know that board games tend to bore me and I lose attentions quickly. Therefore, I realized that if I was going to create a board game I would have to make it simple, have clear objectives, easy to follow instructions and board, and finally make it competitive. When players know that they are competing against time or another person it makes it more interesting to play because there is something at stake. To enhance my ideas, I looked at the games I already have in my room. None of which are actual board games. Students play Four in a Row. This is a game cpied on card stock and I provide plastic, colored counters and paper clips. There isn't a colorful board, not winning product and kid related object to use. Next, I looked at multiplication Bingo. This game has colorful boards, also enforces multiplication but the stakes are low and it can tend to go on over a long period of time. Most of my students tend to give up and tune out over time. Plus, the paper little, red circles are hard to keep track of and end up a mess in the game box. Finally, my students either use flash cards with each other or play multiplication dice. Both games help with multiplication practice but to not lend to any excitement while learning and there is no end outcome, other than calling out and writing down the products.